1. A portfolio primer  A portfolio is, “ a purposeful collection of student work that tells the story of the student ’ s efforts, progress, or achievement in (a) given area(s). This collection must include student participation in selection of portfolio content; the guidelines for selection; the criteria for judging merit; and evidence of student self-reflection (Arter J., 1992). ”

2. What to consider?  Determining the purpose of the portfolio is all-important affecting:  Design  Content  Link to instruction  How students feel about process (Arter J., 1992).  Determining the purpose of the portfolio is all-important affecting:  Design  Content  Link to instruction  How students feel about process (Arter J., 1992).

3. 3 types of portfolios  The composite portfolio tells a story of a group. Its purpose is to aggregate information (Arter J., 1992).  The best works portfolio describes the most successful works for a student, showing evidence the student achieved specific learning targets.  Growth and learning-progress portfolios are formative portfolios showing how a student is progressing throughout a given time frame.  The composite portfolio tells a story of a group. Its purpose is to aggregate information (Arter J., 1992).  The best works portfolio describes the most successful works for a student, showing evidence the student achieved specific learning targets.  Growth and learning-progress portfolios are formative portfolios showing how a student is progressing throughout a given time frame.

4. Purposes of the 3 portfolios: Composite  A composite portfolio looks at what impact a school or program is having on students.

5. Best Works  The best works demonstrates:  mastery of learning  high accomplishment in a given area  minimal competence in an area for the purpose of graduation, and/or evidence of a school district’s accomplishments  Outcomes:  showcasing work for parents  passing on information about a student to their next teacher  showcasing work on the internet (Nitko, Brookhart, 2007).  The best works demonstrates:  mastery of learning  high accomplishment in a given area  minimal competence in an area for the purpose of graduation, and/or evidence of a school district’s accomplishments  Outcomes:  showcasing work for parents  passing on information about a student to their next teacher  showcasing work on the internet (Nitko, Brookhart, 2007).

6. Growth  The growth portfolio helps the student to monitor their learning and thinking progress over time (Nitko, Brookhart, 2007).  P urpose:  student and teacher to work collaboratively reviewing the learners ’ progress and change  student sees the “ whole picture ” of their learning  Student understands learning is about process and reflection.  The growth portfolio helps the student to monitor their learning and thinking progress over time (Nitko, Brookhart, 2007).  P urpose:  student and teacher to work collaboratively reviewing the learners ’ progress and change  student sees the “ whole picture ” of their learning  Student understands learning is about process and reflection.

7. Portfolio construction  Portfolio construction should be a partnership between educator and student.  They are the stakeholders.  They have the classroom knowledge to be successful.  Additionally, there is more likelihood their models may be used when generating the large-scale assessment pieces (Arter J., 1992).  Portfolio construction should be a partnership between educator and student.  They are the stakeholders.  They have the classroom knowledge to be successful.  Additionally, there is more likelihood their models may be used when generating the large-scale assessment pieces (Arter J., 1992).

8. Guidelines  The end product must show ’ s the student has engaged in self- reflection.  Provides students opportunities to learn to value work and learning process.  The portfolio is separate from the cumulative folder and contents from the portfolio need only be included if the information takes on new meaning.  The portfolio should explain the students ’ activities, including the rationale, intent, contents, standards, and judgments.  The portfolio can be evolutionary by serving different purposes throughout the academic year.  A portfolio may have multiple functions.  A portfolio should show student growth.  Students need to see examples of other student generated portfolios (Paulson F., 1991).  The end product must show ’ s the student has engaged in self- reflection.  Provides students opportunities to learn to value work and learning process.  The portfolio is separate from the cumulative folder and contents from the portfolio need only be included if the information takes on new meaning.  The portfolio should explain the students ’ activities, including the rationale, intent, contents, standards, and judgments.  The portfolio can be evolutionary by serving different purposes throughout the academic year.  A portfolio may have multiple functions.  A portfolio should show student growth.  Students need to see examples of other student generated portfolios (Paulson F., 1991).

9. Educator considerations  Who or what is being evaluated?  What is the purpose of the evaluation? What are the learning targets and goals?  Will other methods of assessment serve these learning targets better?  Should the portfolio focus on best work, growth and learning progress, or both?  Who should be involved in defining the purpose, focus, and organization of the portfolio?  Are there additional purposes?  What is the breath of the work to be covered?  Who is responsible for evaluating the portfolios?  Who or what is being evaluated?  What is the purpose of the evaluation? What are the learning targets and goals?  Will other methods of assessment serve these learning targets better?  Should the portfolio focus on best work, growth and learning progress, or both?  Who should be involved in defining the purpose, focus, and organization of the portfolio?  Are there additional purposes?  What is the breath of the work to be covered?  Who is responsible for evaluating the portfolios?

10. Students’ steps  Collection of works: Convert all of the work into digital format and put all documents into a single folder.  Selection: Decide which artifacts to use. This may be done independently, with the teacher, or with peers.  Reflection:  Students explain why they chose a particular artifact  Classify the work and reflect  Students reply to rubric or prompt, most of the student learning takes place here.  Connection:  Students learn to answer the questions, “ why are we doing this? ” and “ what ’ s next? ”  This is the point where they learn the value in what they have learned.  Collection of works: Convert all of the work into digital format and put all documents into a single folder.  Selection: Decide which artifacts to use. This may be done independently, with the teacher, or with peers.  Reflection:  Students explain why they chose a particular artifact  Classify the work and reflect  Students reply to rubric or prompt, most of the student learning takes place here.  Connection:  Students learn to answer the questions, “ why are we doing this? ” and “ what ’ s next? ”  This is the point where they learn the value in what they have learned.

11. Concerns about portfolio contents  High-investment: Students are invested in the process. This is the most desirable.  Cookie-cutter: All portfolios look the same. Students don’t have input on content.  Portfolio-week: Works completed just before the deadline and not polished. Undesirable.  Teacher-generated: All entries based on the same set of prompts, low student investment.  (Nitko & Brookhart)  High-investment: Students are invested in the process. This is the most desirable.  Cookie-cutter: All portfolios look the same. Students don’t have input on content.  Portfolio-week: Works completed just before the deadline and not polished. Undesirable.  Teacher-generated: All entries based on the same set of prompts, low student investment.  (Nitko & Brookhart)

12. Scoring portfolios  Scoring portfolios thru the use of rubrics is most common. It is important to match the intended learning target with the assessment criteria.  Depending on chosen portfolio type, student self assessment is also appropriate.  It must be decided whether each entry will be assessed or the portfolio as a whole.  Scoring portfolios thru the use of rubrics is most common. It is important to match the intended learning target with the assessment criteria.  Depending on chosen portfolio type, student self assessment is also appropriate.  It must be decided whether each entry will be assessed or the portfolio as a whole.

13. Digital portfolios vs. paper portfolios  The digital portfolio is digitized and easier to share.  It teaches students technological tools.  It can be comprised of multiple media.  It can serve multiple applications.  There is organizational flexibility ( Gibson, D. & Barrett, H. (2002).  The digital portfolio is digitized and easier to share.  It teaches students technological tools.  It can be comprised of multiple media.  It can serve multiple applications.  There is organizational flexibility ( Gibson, D. & Barrett, H. (2002).

14. Pilot digital portfolio for the elementary art program Rio Rancho Public Schools Bgold@rrps.net Rio Rancho Public Schools Bgold@rrps.net

15. Why?  Prepare students for a technology based future  Provide students with a systematic approach emphasizing strategic progressive questions.  Students acquire the skills needed to become self- regulated learners. By this I mean to teach the learners a “Cyclic process” whereby they monitor their learning and become reactive in their thinking and art making (Zimmerman, 1990).  Meet New Mexico state technology standards as they relate to art education  Prepare students for a technology based future  Provide students with a systematic approach emphasizing strategic progressive questions.  Students acquire the skills needed to become self- regulated learners. By this I mean to teach the learners a “Cyclic process” whereby they monitor their learning and become reactive in their thinking and art making (Zimmerman, 1990).  Meet New Mexico state technology standards as they relate to art education

16. Who? 3rd grade students

17. How?  Students meet weekly.  One session is art production the second session is portfolio production.  Utilizing power point, students learn to take digital photos of their work, up load it and organize work in their folders.  Students self select works to add to their power point and respond to prompts.  Students add text to their presentations.  A new slide will be added to the presentation each week.  Students meet weekly.  One session is art production the second session is portfolio production.  Utilizing power point, students learn to take digital photos of their work, up load it and organize work in their folders.  Students self select works to add to their power point and respond to prompts.  Students add text to their presentations.  A new slide will be added to the presentation each week.

18. Skills taught during 3 rd grade school year include:  Utilizing digital cameras to photograph work.  Uploading images into a student file.  Choosing work for use within individual portfolio.  Pasting chosen work into power point format.  Adding text to power point presentation.  Manipulate backgrounds to convey an overall feeling they want the portfolio to have.  Adding sound and/or video to their power point presentation.  Utilizing digital cameras to photograph work.  Uploading images into a student file.  Choosing work for use within individual portfolio.  Pasting chosen work into power point format.  Adding text to power point presentation.  Manipulate backgrounds to convey an overall feeling they want the portfolio to have.  Adding sound and/or video to their power point presentation.

19. What are the learning targets?  Students will learn to utilize power point to create a multi-media presentation of their works of art.  Students will answer questions to reflect on their art making process.  Students will utilize self assessment writing tools to direct their future learning.  Students will utilize peer assessment tools to give formative feedback to their peers.  Students will learn to utilize power point to create a multi-media presentation of their works of art.  Students will answer questions to reflect on their art making process.  Students will utilize self assessment writing tools to direct their future learning.  Students will utilize peer assessment tools to give formative feedback to their peers.

20. Proposed student self assessment questions  I used correct grammar?  I used correct sentence structure?  I answered the questions?  My work of art meet the stated goals for the lesson?  I completed a peer assessment?  I used my art vocabulary?  I used correct grammar?  I used correct sentence structure?  I answered the questions?  My work of art meet the stated goals for the lesson?  I completed a peer assessment?  I used my art vocabulary?

21. Proposed student formative reflection questions  I made…  This is how I made…  My next steps for this project are…  One new art making technique I learned in this lesson was?  A new art term I now know is? And it’s meaning is?  If I could change one thing about my completed project it would be?  If I could choose what the next lesson would be I would like to learn?  I made…  This is how I made…  My next steps for this project are…  One new art making technique I learned in this lesson was?  A new art term I now know is? And it’s meaning is?  If I could change one thing about my completed project it would be?  If I could choose what the next lesson would be I would like to learn?

22. Proposed peer checklist questions  My friend didn ’ t answer this question clearly because …  I wish my friend told me about …  One suggestion I have for my friend is she/he could …  One thing my friend has in their entry that I ’ d like to add to my entry is …  My friend didn ’ t answer this question clearly because …  I wish my friend told me about …  One suggestion I have for my friend is she/he could …  One thing my friend has in their entry that I ’ d like to add to my entry is …

23. Useful resources  http://teachers.teach-nology.com/web_tools/rubrics/. This web-site will help to build assessment rubrics. You can input your teaching targets and construct outcome levels. http://teachers.teach-nology.com/web_tools/rubrics/  http://www.tesd.k12.pa.us/stoga/dept/artwebpage/visualart/portfolios/i ndex.html. This site shows dozens of student generated portfolios from high school students. http://www.tesd.k12.pa.us/stoga/dept/artwebpage/visualart/portfolios/i ndex.html  http://www.uwstout.edu/soe/profdev/eportfoliorubric.html. Here one can find an example of a rubric that is e-portfolio specific. http://www.uwstout.edu/soe/profdev/eportfoliorubric.html  http://www.teachervison.fen.com/visual-arts/teaching-methods. This is a fee based web-site that will help to identify ways to organize a portfolio. Several pages can be viewed for free prior to fee being imposed. http://www.teachervison.fen.com/visual-arts/teaching-methods  http://reta.nmsu.edu/Lessons/digital/elem/elemen.html. This site shows examples of multiple kinds of elementary student generated portfolio. http://reta.nmsu.edu/Lessons/digital/elem/elemen.html  http://teachers.teach-nology.com/web_tools/rubrics/. This web-site will help to build assessment rubrics. You can input your teaching targets and construct outcome levels. http://teachers.teach-nology.com/web_tools/rubrics/  http://www.tesd.k12.pa.us/stoga/dept/artwebpage/visualart/portfolios/i ndex.html. This site shows dozens of student generated portfolios from high school students. http://www.tesd.k12.pa.us/stoga/dept/artwebpage/visualart/portfolios/i ndex.html  http://www.uwstout.edu/soe/profdev/eportfoliorubric.html. Here one can find an example of a rubric that is e-portfolio specific. http://www.uwstout.edu/soe/profdev/eportfoliorubric.html  http://www.teachervison.fen.com/visual-arts/teaching-methods. This is a fee based web-site that will help to identify ways to organize a portfolio. Several pages can be viewed for free prior to fee being imposed. http://www.teachervison.fen.com/visual-arts/teaching-methods  http://reta.nmsu.edu/Lessons/digital/elem/elemen.html. This site shows examples of multiple kinds of elementary student generated portfolio. http://reta.nmsu.edu/Lessons/digital/elem/elemen.html

24. Works Cited  Arter J., Spandel, V.(n.d.) Using Portfolios of Student Work in Instruction and Assessment, Instructional Topics in Educational Management, 201-209.  Gibson, D. & Barrett, H. (2002). Directions in Electronic Portfolio Development. Contemporary Issues in Technology and Teacher Education. 2(4), 556-573.  Nitko A., Brookhart S. (2007) Educational Assessment of Students, Pearson Education, NJ.  Paulson,P., Paulson, F., Meyer, C.(1991) What Makes a Portfolio a Portfolio, Educational Leadership,60-63.  Zimmerman, B. (1990) Self-Regulated Learning and Academic Achievement: An Overview, Educational Psychologist, 25(1), 3- 17.  Arter J., Spandel, V.(n.d.) Using Portfolios of Student Work in Instruction and Assessment, Instructional Topics in Educational Management, 201-209.  Gibson, D. & Barrett, H. (2002). Directions in Electronic Portfolio Development. Contemporary Issues in Technology and Teacher Education. 2(4), 556-573.  Nitko A., Brookhart S. (2007) Educational Assessment of Students, Pearson Education, NJ.  Paulson,P., Paulson, F., Meyer, C.(1991) What Makes a Portfolio a Portfolio, Educational Leadership,60-63.  Zimmerman, B. (1990) Self-Regulated Learning and Academic Achievement: An Overview, Educational Psychologist, 25(1), 3- 17.